VIC363H1 Chapter Notes - Chapter 4: Cognitive Load, Cognitive Architecture, Long-Term Memory
19 Apr 2016
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Document Summary
Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based. Unguided instructional approaches ignore : structures that constitute human cognitive architecture, evidence from empirical studies over the past half-century. Consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance. 2 main assumptions underlying instructional programs using minimal guidance: having learners construct their own solutions leads to the most effective learning experience, knowledge can best be acquired through experience based on the procedures of the discipline. Overwhelming and unambiguous evidence that mini- mal guidance during instruction is significantly less effective and efficient than guidance specifically designed to support the cognitive processing necessary for learning. Instructional procedure that ignores the structures that constitute human cognitive architecture is not likely to be effective. The consequences of human cognitive architecture for minimal.
